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amandaruthven
Our TLLP “ Improving Reading Skills in a Play Based Classroom” meeting in February began with educators setting up literacy provocations they had set up in their classrooms. We shared what we thought we would see the children do with the materials and shared what we observed the children doing. We left with suggestions about what materials could… (Show more)
amandaruthven
Our TLLP "Improving Reading Skills in a Play Based Classroom" meeting in January began with setting up some of the provocations we have tried in our own classrooms.  We walked around making observations at each station, asking ourselves what kind of things we might anticipate from our students?  We brainstormed everything from what we hoped would… (Show more)
amandaruthven
Our TTLP group on “Improving Reading Skills in a Play Based Classroom” met in December and it was a great day of sharing. We discussed the importance of using assessment to guide us in chunking students into groups and developing lessons, provocations and activities.  The PASS assessment was useful because each section (rhyming, blending,… (Show more)
amandaruthven
Our TTLP group on “Improving Reading Skills in a Play Based Classroom” met in December and it was a great day of sharing. We discussed the importance of using assessment to guide us in chunking students into groups and developing lessons, provocations and activities.  The PASS assessment was useful because each section (rhyming, blending,… (Show more)
amandaruthven
Our TLLP group on, improving reading skills among emergent readers in a play-based classroom, has been learning more about Phonological Awareness and how these skills break down into categories of blending, segmenting, isolating, deleting and substituting. One thing we’ve discovered is that these skills don’t develop in a sequence, but more like a… (Show more)